Mentor role, responsibilities and support for English language novice teachers at Zawia secondary schools

Abstract EN

In the introduction of this paper the rationale and the aim are stated.

A mixed method approach was used.

Quantitative data included a survey questionnaire, while qualitative data included open-ended questionnaire items and interviews.

The questionnaire questions sought answers to the main research question: How well does the mentor support novice teachers for EFL teaching in Zawia secondary schools ? The results show that ongoing mentoring support and guidance is virtually non-existent in Zawia secondary schools.

Novice teachers’ needs remain unaddressed with regard to several factors.

Learning opportunities are needed, as is constructive feedback and critical evaluation of professional practice.

One of the main reasons for novice teachers not receiving quality mentor support is that mentors sporadic visits to novice teachers and also, they are not aware of their sigificant role for the teachers.